scholarly journals Relaţia performanţă şcolară-gândire-inteligenţă-învăţare

2021 ◽  
Vol 48 (2) ◽  
pp. 74-79
Author(s):  
Margareta Gheorghiţă
Keyword(s):  
School Performance ◽  
School Success ◽  
Cognitive Structures ◽  
Managerial Style ◽  
Class Level ◽  
School Learning ◽  
Psychic Mechanisms

The investigation of school performance can only be done by relating it to different psychic mechanisms, such as thinking, intelligence, school learning. In obtaining school performance, an important role is played by the teacher's identification of the cognitive structures of students' thinking in the knowledge activity. In order to make the managerial style more efficient at the class level, the teacher analyzes the factors on which the students' cognitive structures depend. It is obvious that memory and intelligence influence school success, performance. The study of learning compares changes in performance with those of the environment to establish favorable or unfavorable factors.

scholarly journals Cyberdependency and School Performance among Students in 3rd Grade of Bingerville High School

2020 ◽  
Vol 3 (3) ◽  
pp. p47
Author(s):  
DJELLE Opely Patrice-Aime
Keyword(s):  
High School ◽  
Social Networks ◽  
Academic Performance ◽  
School Performance ◽  
Female Students ◽  
The Internet ◽  
Scoring Matrices ◽  
School Learning ◽  
Use Of The Internet ◽  
3Rd Grade

This study examines the link between cyberdependency and school performance among students in the 3rd grade of the Mamie Houphouët Fêtai High School in Bingerville. It covers a sample of one hundred and ninety (190) female students between the ages of 14 and 17. Students’ addiction to the Internet and social networks is measured using a questionnaire based on Vavassori et al. (2002) and Young’s Internet Addiction Test in its French version validated by Khazaal (2008). As for academic performance, they are verified using the end-of-term scoring matrices. The results, obtained using student T and Anova, show that students in the third grade using the Internet as teaching tools have higher academic performance than their peers who use it as entertaining instruments. All these different results are explained by the models of Zuckerman (1969) and Viau (1994). Ultimately, this study will inform and raise awareness among students, educational system actors and parents about the risks of excessive use of the Internet and social networks on school learning.

scholarly journals The Working Memory as Predictor of Performance in Arithmetic of Brazilian Students

2021 ◽  
Vol 31 ◽  
Author(s):  
Fernanda David Vieira ◽  
Denise Oliveira Ribeiro ◽  
Heitor Blesa Farias ◽  
Patricia Martins Freitas
Keyword(s):  
Working Memory ◽  
School Performance ◽  
Predictive Power ◽  
Performance Test ◽  
Fluid Intelligence ◽  
Strong Predictor ◽  
Verbal Working Memory ◽  
School Learning ◽  
Brazilian Students ◽  
Positive Correlations

Abstract Working memory (WM) is a predictor of school learning. This study aimed to investigate the predictive power of verbal and non-verbal working memory (WM) on students’ performance in arithmetic. 126 children between 6 and 11 years old participated in the research. The instruments were: School Performance Test, Raven’s Colored Progressive Matrices, Corsi Block-tapping Test, and Digits Subtest. The results showed strong and positive correlations of school performance with fluid intelligence r = 0.64, with verbal WM and non-verbal WM, both with r = 0.51 (p < 0.001). After multiple linear regression, it was found that the performance in visuospatial WM was a strong predictor for arithmetic, an effect not found for reading. The regression showed that WM explains 38% of the variance for arithmetic. It is concluded that WM has an expressive contribution to school performance, being more specific the contributions of visuospatial WM for arithmetic.

scholarly journals An analysis of Turkish students’ perception of intelligence from primary school to university

2016 ◽  
Vol 34 (1) ◽  
pp. 19-35
Author(s):  
Dilek İlhan Beyaztaş ◽  
Barry Hymer
Keyword(s):  
Primary School ◽  
School Success ◽  
Fourth Grade ◽  
Descriptive Study ◽  
University Departments ◽  
Class Level ◽  
Adults And Children ◽  
Mindset Theory

The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then applied to 1350 Turkish students ranging from fourth-grade primary school to fourth-year university. Results showed that student scores relating to the perception that intelligence is an unchangeable feature in accordance with age, gender, class level, school success level and university departments were higher than the scores relating to the perception that intelligence is a malleable feature. In the terminology of mindset theory, these students were more likely to reveal evidence of fixed than growth mindsets.

scholarly journals Inclusão: a expectativa do professor quanto ao desempenho acadêmico do aluno surdo

2019 ◽  
Vol 86 (213/214) ◽  
Author(s):  
Andreza Leão ◽  
Maria Costa
Keyword(s):  
Academic Performance ◽  
School Performance ◽  
Private Schools ◽  
Teaching Methods ◽  
School Success ◽  
Deaf Students ◽  
Academic Production ◽  
Academic Activities ◽  
Educational Implications ◽  
The City

Analisa as expectativas dos professores quanto ao desempenho escolar dos alunos surdos incluídos, comparando-o ao dos ouvintes, e, a partir disso, verificar os efeitos para situações de sucesso ou fracasso escolar. Os instrumentos utilizados foram: um questionário, notas acadêmicas nas disciplinas de Língua Portuguesa e Matemática, análise da produção acadêmica e diário de campo. Participaram do estudo 16 professoras de alunos surdos incluídos nas redes de ensino públicas (estadual e municipal) e particular da cidade de São José dos Campos, SP. As professoras avaliaram 32 alunos, sendo 16 surdos e 16 ouvintes. Quanto aos alunos surdos, verificou-se terem demonstrado um desempenho acadêmico inferior ao apresentado pelos ouvintes: as notas por eles obtidas nas duas disciplinas consideradas no estudo foram inferiores às dos alunos ouvintes. Quanto à produção acadêmica e anotações do diário de campo, foi verificado também diferença entre eles, sendo que os surdos demonstraram mais dificuldades que os ouvintes para realizar as atividades. Os resultados mostram que as expectativas dos professores quanto ao aspecto acadêmico desses alunos são compatíveis, ou seja: realmente, os alunos surdos apresentaram um rendimento acadêmico inferior ao obtido pelos ouvintes. Inúmeras são as implicações educacionais desta constatação, tanto no que se refere à formação do professor quanto à prática pedagógica por ele adotada e suas repercussões no desenvolvimento, na aprendizagem e na motivação dos alunos. Para que isso não interfira negativamente no desempenho acadêmico dos alunos surdos, faz-se necessário preparar adequadamente os docentes. Palavras-chave: avalição de desempenho; rendimento escolar; surdos. Abstract The present study aims at analyzing the expectations of teachers in relation to school performance of deaf students, comparing it to hearing students, and to verify situations of school success or failure. The instruments used were: a questionnaire, scores in Portuguese and in Mathematics, an analysis of the academic production and field journals. Sixteen teachers of deaf students of public (state and municipal) and private schools in the city of São José dos Campos/SP participated in the study. The teachers evaluated 32 pupils, being 16 deaf and 16 hearing. Concerning the deaf students, one verified that they presented an inferior academic performance when compared to the hearing ones. The scores achieved by deaf students, in the two disciplines considered in the study, were inferior to the ones achieved by hearing students. In relation to the academic production and notations on the field journal, one verified that there was a difference between these pupils, being that the deaf students had presented more difficulties than the hearing students to carry through academic activities. These results point out that the expectations of teachers in relation to the academic performance of these pupils are compatible, i.e, deaf pupils had really presented an inferior academic performance when compared to the hearing students. There are innumerable educational implications from this result, as much as it relates to teachers' formation, as to their teaching methods and to the repercussions in the development, learning and motivation of the students. In order not to negatively intervene with the academic performance of deaf students, it is necessary to adequately prepare teachers. Keywords: inclusion; deaf students; school performance and expectation.

scholarly journals Class-Level School Performance and Life Satisfaction: Differential Sensitivity for Low- and High-Performing School-Aged Children

2018 ◽  
Vol 15 (12) ◽  
pp. 2750 ◽  
Author(s):  
Katharina Rathmann ◽  
Max Herke ◽  
Ludwig Bilz ◽  
Arja Rimpelä ◽  
Klaus Hurrelmann ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
School Performance ◽  
Panel Study ◽  
Differential Sensitivity ◽  
Grade Point ◽  
Average Performance ◽  
Differential Effects ◽  
High Performing ◽  
Class Level ◽  
The Impact

This study investigates whether class-level school performance affects students’ life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the “big-fish-little-pond”-effect regarding students’ life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children’s life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.

“School-Based Epistemologies”?: Exploring Conceptions of How, What, and Why Students Know

1993 ◽  
Vol 16 (4) ◽  
pp. 299-315 ◽  
Author(s):  
Mary Bryson
Keyword(s):  
School Success ◽  
Learning Goals ◽  
Formal Schooling ◽  
Achievement Level ◽  
Academic Difficulties ◽  
Task Instructions ◽  
School Based ◽  
Task Strategy ◽  
School Learning ◽  
Theoretical Standpoint

The research reported here is concerned with children's relations both to knowledge and to learning. How are these relations constructed within the context of formal schooling? What is their significance for school success? And in particular, how might such relations be enhanced for students who manifest longstanding academic difficulties? These questions are addressed from a theoretical standpoint that construes such relations as situated “school-based epistemologies” which, furthermore, are continually construed and, therefore, sensitive to interventions aimed at ameliorative re/mediation. The methodology involved obtaining descriptive information contrasting children (grades 5/6) with varying learning histories in terms of their beliefs about knowledge and its enhancement. Additionally, children's actual on-task strategy use and the characteristics of resultant knowledge acquisition and organization were contrasted under two goals conditions (learning goals versus performance goals). Findings suggest that: (a) children with varying learning histories mediate in-school learning with qualitatively distinct epistemologies and (b) irrespective of actual achievement level, the “learning goals” task instructions significantly enhanced students' thinking.

scholarly journals Increased augmentation index and central systolic arterial pressure are associated with lower school and motor performance in young adolescents

2017 ◽  
Vol 45 (6) ◽  
pp. 1892-1900 ◽  
Author(s):  
Bernarda Vogrin ◽  
Marjan Slak Rupnik ◽  
Dušanka Mičetić-Turk
Keyword(s):  
Arterial Pressure ◽  
School Performance ◽  
Motor Performance ◽  
School Success ◽  
Augmentation Index ◽  
Systolic Arterial Pressure ◽  
Young Adolescents ◽  
Motor Abilities ◽  
Vascular Origin ◽  
General School

Objective In adults, improper arterial function has been linked to cognitive impairment. The pulse wave velocity (PWV), augmentation index (AIx) and other vascular parameters are useful indicators of arterial health. In our study, we monitored arterial properties, body constitution, school success, and motor skills in young adolescents. We hypothesize that reduced cognitive and motor abilities have a vascular origin in children. Methods We analysed 81 healthy school children aged 11–16 years. Anthropometry central systolic arterial pressure, body mass index (BMI), standard deviation scores (SDS) BMI, general school performance grade, and eight motor tests were assessed. PWV, AIx, and central systolic arterial pressure (SBPao) were measured. Results AIx and SBPao correlated negatively with school performance grades. Extremely high AIx, PWV and SBPao values were observed in 5% of children and these children had average to low school performance. PWV correlated significantly with weight, height, and waist and hip circumference. AIx, PWV, school success, and BMI correlated strongly with certain motor functions. Conclusions Increased AIx and SBPao are associated with lower school and motor performance in children. PWV is influenced by the body’s constitution.

Children’s Mental Health and School Success

2004 ◽  
Vol 20 (4) ◽  
pp. 189-196 ◽  
Author(s):  
Janiece DeSocio ◽  
Janis Hootman
Keyword(s):  
Mental Health ◽  
School Performance ◽  
School Success ◽  
Children’S Mental Health ◽  
Health Needs ◽  
Children's Mental Health ◽  
School Nursing ◽  
Childhood And Adolescence ◽  
Review Of Literature ◽  
The Impact

An integrative review of literature was undertaken to examine the impact of children’s mental health on their school success. The literature confirmed a confluence of problems associated with school performance and child and adolescent mental health. Poor academic functioning and inconsistent school attendance were identified as early signs of emerging or existing mental health problems during childhood and adolescence. Among the goals of school nursing is to provide a process for identification and resolution of students’ health needs as they affect educational achievement. Thus, it is within the scope of practice and goals of school nursing to also address children’s mental health needs, as they affect school performance. This review of literature supports the conclusion that school nursing is well positioned to respond to the need for mental health promotion, illness prevention, and early intervention related to children’s mental health.

scholarly journals Language of Instruction and Ethnic Disparities in School Success

2017 ◽  
Vol 51 (2) ◽  
pp. 689-713 ◽  
Author(s):  
Mahsa Bakhshaei ◽  
Theophano Georgiou ◽  
Marie Mc Andrew
Keyword(s):  
School Performance ◽  
Quantitative Data ◽  
School Success ◽  
Mother Tongue ◽  
Ethnic Disparities ◽  
Dropout Rate ◽  
French Language ◽  
Language Of Instruction ◽  
The Difference ◽  
Students Success

In Quebec’s French-language secondary schools, youth originating from South Asia have the highest dropout rate among all immigrant-origin students, whereas in the English sector, their coethnic peers have a more positive academic profile than third-plus-generation students. Using quantitative data, this paper aims to understand the difference in school performance between these two groups. Firstly, we examine their performance through three indicators: school delay, graduation, and dropout rates. Secondly, we contrast their profile through nine characteristics. Finally, we discuss the influence of each group’s characteristics on graduation. The results reveal that the difference in performance is largely due to the characteristics of the French-sector students. The English-sector students’ success is not significantly related to having English as mother tongue or as language spoken at home.

scholarly journals Study on the Development of Educational Performance of Students in the Primary Cycle of Education

GYMNASIUM ◽  
2019 ◽  
Vol XIX (2) ◽  
pp. 50
Author(s):  
Petronel Cristian Moisescu ◽  
Raluca Mădălina Burlui
Keyword(s):  
School Performance ◽  
School Success ◽  
Self Esteem ◽  
Educational Performance ◽  
Primary Cycle ◽  
School Tasks ◽  
School Activity

School success is the mark of school performance and shows the level of adaptation of pupils to school tasks. School success implies the development of aptitudes, intelligence, practical spirit, applicative spirit and experimental spirit. An important role in remarking school success is played by teachers who need to know the potential of each pupil, to force it if necessary to be highlighted as functional and to engage in learning. Developing the student's self-esteem for the success of the school is a long-lasting process with many objective and subjective determinations. The degree of adaptation to school activity shows the student's ability to know, to assimilate, to accommodate the external requirements, the planned educational and educational influences along with his desire and ability to mold himself, to accommodate himself, sense. One of the basic factors of school success is school intelligence.

Sign in / Sign up

Export Citation Format

Share Document